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Social Psychological Theories of Aggression
With increasing violence in the Big Brother House I have been asked to
create a report that explains this violence occurring in the Big
Brother House in terms of two or more social psychological theories.
In general the violence in the big brother house is escalating and
theories need to be brought to the attention of the media bosses in
order to explain this aggression. The violence does not need to be
stopped as the house mates are not breaking any of the Big Brother
rules behaving in this manner. Violence on this show can not be viewed
as a negative aspect as it increases the number of viewers. However it
does need to be explained logically.
One explanation could be the Social Learning Theory.
In order for such learning to take place a person must observe persons
behaviour and imitate this in the future. The concept of
identification is also important as the individual is more likely to
imitate some he/she identifies with, in this case it could be another
house mate or perhaps previous contestants on the Big Brother show.
For this there are three stages
· The Registration Stage, where the observer must pay attention to the
model. The observer's attention is influenced by characteristics of
both the observer and the model.
· The Storage Stage is when the observer may code and organise the
information in relation to any reinforces present, past experiences,
expectation, relevance etc…
· And finally the Retrieval Stage is when the reinforcers determine
whether the behaviour is imitated and the observer's performance will
be dependant on the person's ability to perf...
... middle of paper ...
... the Big Brother
contestants personal goals would involve daily tasks and placing
people up for eviction. When we attain these goals the energy is
released, and when we fail or the goal is blocked (for e.g. the person
put up for eviction is not evicted) then the energy becomes built-up
(frustration). This must be released and so Dollard suggested that it
was via aggression. This then parallels with Freud's explanation of
aggression in which a person becomes aggressive from frustration and
this anger is projected onto other, less powerful people or objects
(scapegoat theory). The projection is a way of protecting a person's
ego from self-aggression.
This projected aggression in a confined area with other people that
share that same space leads to arguments and (as a result) aggression
within the Big Brother house.
This essay will provide an analytical comparison of the approaches of Psychodynamic perspective and Behaviourist perspective, in understanding Aggression. One assumption about human behaviour from the psychodynamic perspective is that all behaviour including aggression is determined by our genes. In contrast, the behaviourist perspective argues that aggression is shaped by our environment.
Aggression is defined as any behavior intended to harm another person who is motivated to avoid the harm according to Baumeister & Bushman (2014). A study was conducted in 1967 by Leonard Berkowitz and Anthony LePage, to determine whether the presence of weapons would elicit aggressive behavior from an individual (Baumeister & Bushman, 2014). They hypothesized that participants were likely to associate weapons, particularly firearms, to aggression and violence, which would cause observing a weapon to elicit an aggressive response. The experiment determined that the presence of weapon can elicit an aggressive response from people ready to act aggressively. In the study, participants were shocked up to seven times then given the opportunity to
Popular Culture and Violent Behavior Introduction In 1871 E.B. Taylor defined culture as 'that complex whole which includes knowledge, belief, art, morals, law, customs, and many other capabilities and habits acquired by... [members] of society. '[1] Taylor was talking about 'high' culture, an aristocratic view of the past-times such as ballet, theatre and art. Popular culture, on the other hand, is a form of 'low' culture and is based primarily on marketing, mass production and revenue.
The first set of cold, clammy hands closes around my ribs. Another circles my ankle, my arm, my neck. With an irritated sigh, I restart the level for the third time as the words, “Game over” flash across the screen. Sound familiar? This scene is very common among modern zombie apocalypse games. Though the titles of these games vary, the theme remains the same: to fight for one’s life. Users are thrust into a world where they must combat violence thrown at them with violence of their own. The sheer thrill of it can be very exciting and relates well to many youth because of its life or death component. All of a sudden, eight year old boys are armed with machine guns to blast the heads off of shuffling zombies, bug-eyed aliens, and more commonly, modeled soldiers. But, while the video games continue to be mass produced, the cognitive and social skills of America’s youth suffer. With the mental health of the newest generation on the line, is it really justifiable to pass off buying the newest violent video game as innocent fun?
Assertiveness is the ability to formulate and communicate one's own thoughts, opinions and wishes in a clear, direct and non-aggressive way. People who are assertive are often competitive and their behavior is goal directed. Though they play to win they also retain fairness and act in accordance with the rights of others.
Researchers have found several social factors that attribute to childhood aggression. Some of these factors include mother infant relationships, neighborhood structure, family structure, and peer influences.
but also in many ways glorified? Do we glorify boxing (most of the time bloody
Aggression is any behavior that results in physical or emotional injury to a person or animal, or one that leads to property damage or destruction. Kostenik,et. al, (2014) identified that aggression can either be physical or verbal. Aggression is a behavior characterized by verbal or physical attack, yet it may be appropriate and self-protective or destructive and violent (Perry, 2007). Further, aggression is a spontaneous, impulsive act of anger. It is observable behavior which can depreciate, threaten, or hurt a person or destroy an object. It is unplanned and usually occurs during times of stress (Long and Brendtro, cited by Zirpoli, 2014). Aggression is viewed as a loss of self-control or an impulse break-through. Aggressive
A high school student cried as she recounted being tormented in middle school by her classmates. For some reason she was targeted as a “dog,” and day after day she had to walk the halls with kids barking at her. How did it stop? The girl said she stopped it. But how? She picked out another girl, someone worse off than herself, and started to call her dog. Then the others forgot about her. Then they barked at the other girl instead. Girls may be made of sugar and spice and everything nice, but on the inside, they are just plain mean. “Girls tease, insult, threaten, gossip maliciously, and play cruel games with their friends’ feelings and set up exclusive cliques and hierarchies in high schools.” (Omaha World Herald, 10A).
Since the beginning of social psychology, psychologist has been trying to analyze how people’s thoughts, feelings, and behavior are impacted by aggression. When an aggressive person gets frustrated or upset, social psychologist tracks down what exactly drives them to commit crimes, atrocities, or even abuse. According to Kassin, Fein, and Markus, aggression is “behavior intended to harm another individual” (2016). Individuals who attain this trait don’t always have to physically abuse someone, aggressive attacks could be verbal, emotional, or mental as well. Although many might argue that people who are viewed as aggressive tend to harm another person because that is their only cure, however, there are alternative motives that drive aggression,
Social psychologists conclude that the frustration-aggression hypothesis remains tentative and that multiple factors may be associated with the expression of aggressive behavior. Critics of the frustration aggression theory point out that frustration does tend to lead to aggression in some circumstances but not always (Berkowitz, 1990). Theorists also suggested that a broader term than frustration should be used as the source of aggression because aggression can be elicited or instigated by other factors, such as the character and perceived intent of the instigator, personality factors and life experiences of the frustrated individual, and environmental conditions (Meyer,
The psychoanalytic perspective (Erikson’s psychosocial stages), Sigmund Freud Ego or psychological defense mechanism, and behaviorism and social learning theory, are important to understanding adolescent bullying. In the psychoanalytic approach, development is discontinuous and as such occurs in stages where “people move through a series of stages in which they confront conflicts between biological drives and social expectations, and how these conflicts are resolved depends on the person’s ability to learn, to cope with others and cope with stress” (Berk 2010, p.15). According to Sigmund Freud from this theory, individuals use a mechanism called psychological defense mechanisms which when they feel an overpowering anxiety, the ego employs to protect themselves against unwanted, scary feelings or weaknesses within their psyche or consciousness. The use of these defense mechanisms can be useful sometimes and also hurtful at other times to us and others, which emanates as aggressive behavior e.g. bullying [2]. Erikson’s psychosocial stages of development are important for understanding bully behavior. According to Erikson, a “basic psychological conflict which is resolved along a scale from positive to negative determines a healthy or maladaptive outcomes of each stage” [Berk 2010, p.16], in other words as the child grows and goes through each of the psychosocial stages, he or she negotiates new cognitive and emotional experiences which enables him or her to pass through the stage with either a positive or negative outcome. The effects and results of a negative outcome from the stages can be used to describe aggressive behavior such as bullying [Berk 2010, p.16]. According to the behaviorism and learning theory, they believed that b...
Aggression and prosocial behaviour appear to be subject to very similar conditions, and processes. These two are discussed and compared along with correlations investigated by temperament theorists. The relevance of the Sherif (1953) experiment is examined, and used to illustrate how those with prosocial qualities and personalities can act in an aggressive manner at the same time, thereby bringing the idea of a continuum into doubt. The issues raised in the Sherif experiment are then re-applied to global instances of prosocial and aggressive behaviour.
Why are we as aggressive and can we develop a way to reduce our ever increasing aggressive behavior? What this research paper is going to cover just might answer that. First we’re going to go over different types of aggression and the differences between them. Next will be the several theories about aggression. This will cover from a biological and genetic point of view to how our diet affects our behaviors in negative ways. We will even look into how our culture has an effect on our aggression levels. Last is what ways can we potentially reduce and manage our angry tendencies as well as control the ever rising aggressive behavior in our society.
Aggression is a problem that is very common in many children and that if not addressed early enough would continue through adolescence and later on in life. Aggression can be caused by a multitude of factor, which is sometimes considered part of a normal developmental stage; never the less aggression can also be a symptom of a multitude of disruptive behaviors (Barzman & Findling, 2008). It is important that parents learn to deal with this type of behaviors and find ways to effectively modify the child’s misconduct; according to Barzman & Findling (2008) the intricacy of aggression needs to be addressed through complex assessment strategies.